Pub Date : 2026-01-01Epub Date: 2025-12-19DOI: 10.1016/j.ijedudev.2025.103479
Xuanwei Ma , Zheng You
Education is a key issue in global governance. Amid major power competition and geopolitical tensions, global higher education governance faces growing challenges, with regional cooperation emerging as a critical bridge between global and national levels. The CAMPUS Asia initiative, a landmark in Asian higher education regionalization, has evolved over the past 15 years from trilateral cooperation to broader engagement with Southeast Asian partners. Drawing on New Regionalism and a case study approach, this paper examines the initiative’s achievements and challenges. The CAMPUS Asia has fostered a government-led, multi-stakeholder governance model, built multi-level structures, created cross-border coordination mechanisms, promoted inclusive agendas, and advanced an open, innovative vision. However, challenges persist, including uneven stakeholder participation, underdeveloped institutional mechanisms, and limited regional reach. Sustaining the initiative’s trajectory requires a more equitable distribution of engagement across governmental bodies, universities, and non-state actors. Strengthening the initiative requires improving existing mechanisms for the recognition and transferability of academic credit and degrees. Broadening participation across the Asian continent is also essential to fortify regional connectivity and foster deeper integration.
{"title":"Regional higher education governance in transition: The diffusion and challenges of CAMPUS Asia in the Global South","authors":"Xuanwei Ma , Zheng You","doi":"10.1016/j.ijedudev.2025.103479","DOIUrl":"10.1016/j.ijedudev.2025.103479","url":null,"abstract":"<div><div>Education is a key issue in global governance. Amid major power competition and geopolitical tensions, global higher education governance faces growing challenges, with regional cooperation emerging as a critical bridge between global and national levels. The CAMPUS Asia initiative, a landmark in Asian higher education regionalization, has evolved over the past 15 years from trilateral cooperation to broader engagement with Southeast Asian partners. Drawing on New Regionalism and a case study approach, this paper examines the initiative’s achievements and challenges. The CAMPUS Asia has fostered a government-led, multi-stakeholder governance model, built multi-level structures, created cross-border coordination mechanisms, promoted inclusive agendas, and advanced an open, innovative vision. However, challenges persist, including uneven stakeholder participation, underdeveloped institutional mechanisms, and limited regional reach. Sustaining the initiative’s trajectory requires a more equitable distribution of engagement across governmental bodies, universities, and non-state actors. Strengthening the initiative requires improving existing mechanisms for the recognition and transferability of academic credit and degrees. Broadening participation across the Asian continent is also essential to fortify regional connectivity and foster deeper integration.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103479"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-30DOI: 10.1016/j.ijedudev.2025.103483
Marcos Delprato
Latin America’s education systems – with a high prevalence of students not achieving the basic competencies, entrenched inequalities and weak connectivity, and longer schools closures – were highly affected by the COVID-19 pandemic, experiencing sizeable learning losses. The role of education policies to boost students’ engagement for remote learning were critical during schools shutdowns. Yet, there is a lack of evidence on whether pandemic educational policies were effective. Using explainable machine learning methods and a sample of ten countries from PISA 2022, this paper fills this gap by analysing the association of three education policies for remote learning (students’ resources, teachers’ resources and teachers’ communication) implemented during the pandemic with the probability of students reaching competency (level 2) in math and reading. I find that policies’ effects on learning are non-linear with specific thresholds where policy become more efficient to keep students’ chances of level 2 achievement, with these thresholds linked to schools’ length of closure and the intensity of policies. I also find that policy intersectionality is important with family wealth and educational inputs being pathways to counteract associations under longer schools’ closures, and policies not being capable of narrowing learning loss by gender (against girls). Results by educational sub-systems for the policy on students’ resources indicate that by school type there is similarity on associations for reading, but for math this policy is more productive in private than public schools, as for students from urban schools under longer period of closure than students from rural schools.
{"title":"Effects of COVID-19 education policies on students’ learning proficiency in Latin America—Insights from PISA 2022","authors":"Marcos Delprato","doi":"10.1016/j.ijedudev.2025.103483","DOIUrl":"10.1016/j.ijedudev.2025.103483","url":null,"abstract":"<div><div>Latin America’s education systems – with a high prevalence of students not achieving the basic competencies, entrenched inequalities and weak connectivity, and longer schools closures – were highly affected by the COVID-19 pandemic, experiencing sizeable learning losses. The role of education policies to boost students’ engagement for remote learning were critical during schools shutdowns. Yet, there is a lack of evidence on whether pandemic educational policies were effective. Using explainable machine learning methods and a sample of ten countries from PISA 2022, this paper fills this gap by analysing the association of three education policies for remote learning (students’ resources, teachers’ resources and teachers’ communication) implemented during the pandemic with the probability of students reaching competency (level 2) in math and reading. I find that policies’ effects on learning are non-linear with specific thresholds where policy become more efficient to keep students’ chances of level 2 achievement, with these thresholds linked to schools’ length of closure and the intensity of policies. I also find that policy intersectionality is important with family wealth and educational inputs being pathways to counteract associations under longer schools’ closures, and policies not being capable of narrowing learning loss by gender (against girls). Results by educational sub-systems for the policy on students’ resources indicate that by school type there is similarity on associations for reading, but for math this policy is more productive in private than public schools, as for students from urban schools under longer period of closure than students from rural schools.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103483"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-31DOI: 10.1016/j.ijedudev.2025.103488
Jacob Oppong Nkansah
As educational stakeholders intensify efforts to prepare students for postsecondary success, the concept of higher education readiness has gained national prominence. However, scholarly discourse remains limited regarding educators’ understanding of university preparation for First-Generation Students, particularly within the Ghanaian context. Even less is known about the awareness and preparedness of Senior High School teachers who play a critical role in shaping university-ready students. Drawing on interview data and guided by Social Capital Theory, this study explores the awareness, preparedness, and support strategies of 25 Senior High School teachers across five schools in Ghana. Findings revealed a critical gap in teachers’ awareness and institutional practices regarding First-Generation Students. Teachers often misinterpret First-Generation Students behaviors such as disengagement or silence as personal traits rather than signs of systemic disadvantage. This limits access to relational, institutional, and aspirational capital necessary for university readiness. Infrastructure deficits, financial constraints, large class sizes, and limited parental involvement further compound the challenges faced by teachers in preparing First-Generation Students for higher education. However, the study highlights promising practices, including proactive teacher engagement, empathy from educators with shared backgrounds, and calls for integrating STEM and TVET into First-Generation Students education pathways. A key implication of the study is to ensure equitable support for First-Generation Students in the Senior High Schools in Ghana, via a multi-level, multi-stakeholder approach. The government, school administrations, and other educational stakeholders should take greater responsibility for creating supportive structures that empower teachers and other cultural agents to nurture first-generation students’ success and facilitate their transition to higher education.
{"title":"Exploring senior high school teachers’ awareness and preparedness in supporting first-generation students for higher education: A qualitative inquiry","authors":"Jacob Oppong Nkansah","doi":"10.1016/j.ijedudev.2025.103488","DOIUrl":"10.1016/j.ijedudev.2025.103488","url":null,"abstract":"<div><div>As educational stakeholders intensify efforts to prepare students for postsecondary success, the concept of higher education readiness has gained national prominence. However, scholarly discourse remains limited regarding educators’ understanding of university preparation for First-Generation Students, particularly within the Ghanaian context. Even less is known about the awareness and preparedness of Senior High School teachers who play a critical role in shaping university-ready students. Drawing on interview data and guided by Social Capital Theory, this study explores the awareness, preparedness, and support strategies of 25 Senior High School teachers across five schools in Ghana. Findings revealed a critical gap in teachers’ awareness and institutional practices regarding First-Generation Students. Teachers often misinterpret First-Generation Students behaviors such as disengagement or silence as personal traits rather than signs of systemic disadvantage. This limits access to relational, institutional, and aspirational capital necessary for university readiness. Infrastructure deficits, financial constraints, large class sizes, and limited parental involvement further compound the challenges faced by teachers in preparing First-Generation Students for higher education. However, the study highlights promising practices, including proactive teacher engagement, empathy from educators with shared backgrounds, and calls for integrating STEM and TVET into First-Generation Students education pathways. A key implication of the study is to ensure equitable support for First-Generation Students in the Senior High Schools in Ghana, via a multi-level, multi-stakeholder approach. The government, school administrations, and other educational stakeholders should take greater responsibility for creating supportive structures that empower teachers and other cultural agents to nurture first-generation students’ success and facilitate their transition to higher education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103488"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-15DOI: 10.1016/j.ijedudev.2025.103477
Moses Ackah Anlimachie
Culturally responsive pedagogy (CRP) has emerged as a strategy for improving the educational outcomes of marginalised communities. However, CRP remains under-explored in Africa. This case study of school actors in a Ghanaian rural local government district investigates culturally sustaining strategies to decolonise education and enhance its relevance for rural communities. Thematic analysis of qualitative data obtained from a community meeting, interviews, field observations, and document analysis revealed a renaissance towards decolonising education in the study district. There was increased impetus in the district towards leveraging local cultural assets to align schooling with community needs. However, the study identified remnants of Western individualised values, rigid instruction-based learning and testing regimes, and an emphasis on teaching-to-the test. Additionally, the district prioritisation of English grammar and white-collar employment-oriented measures of school success, alongside the non-assessment of students’ home cultural skills, reflect a narrow definition of educational success that requires redefinition. The study recommends CRP strategies that 1) promote learning diversity and inclusion, 2) develop teachers' cultural competencies, 3) build community members’ capacities to participate in educational processes, 4) strengthen teacher management practices to better align teachers’ and students’ linguistic backgrounds, and 4) assess learners' cultural competencies as part of school success to support the decolonisation of education. The study concludes that CRP, in the context of this Ghanaian district, represents a means of decolonising education through the acknowledgment of diversity. It is a means of restoring African heritage, knowledge, skills and practices, while integrating the beneficial elements of Western approaches with traditionally valued African collectivist values to ensure schooling contributes to community sustainability.
{"title":"Decolonising education in Africa through culturally responsive pedagogy: A Ghanaian rural local government district’s case","authors":"Moses Ackah Anlimachie","doi":"10.1016/j.ijedudev.2025.103477","DOIUrl":"10.1016/j.ijedudev.2025.103477","url":null,"abstract":"<div><div>Culturally responsive pedagogy (CRP) has emerged as a strategy for improving the educational outcomes of marginalised communities. However, CRP remains under-explored in Africa. This case study of school actors in a Ghanaian rural local government district investigates culturally sustaining strategies to decolonise education and enhance its relevance for rural communities. Thematic analysis of qualitative data obtained from a community meeting, interviews, field observations, and document analysis revealed a renaissance towards decolonising education in the study district. There was increased impetus in the district towards leveraging local cultural assets to align schooling with community needs. However, the study identified remnants of Western individualised values, rigid instruction-based learning and testing regimes, and an emphasis on teaching-to-the test. Additionally, the district prioritisation of English grammar and white-collar employment-oriented measures of school success, alongside the non-assessment of students’ home cultural skills, reflect a narrow definition of educational success that requires redefinition. The study recommends CRP strategies that 1) promote learning diversity and inclusion, 2) develop teachers' cultural competencies, 3) build community members’ capacities to participate in educational processes, 4) strengthen teacher management practices to better align teachers’ and students’ linguistic backgrounds, and 4) assess learners' cultural competencies as part of school success to support the decolonisation of education. The study concludes that CRP, in the context of this Ghanaian district, represents a means of decolonising education through the acknowledgment of diversity. It is a means of restoring African heritage, knowledge, skills and practices, while integrating the beneficial elements of Western approaches with traditionally valued African collectivist values to ensure schooling contributes to community sustainability.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103477"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-02DOI: 10.1016/j.ijedudev.2025.103457
Edward M. Sosu , Peter Mtika , Sofia M. Pimenta , Nana Yaa Nyarko , Diane Fleischer-Djoleto , Claire Wilson , Felix Maulidi , Isaac Mepenedo
While the link between poverty and educational achievement is well-established, the mechanisms through which poverty impacts learning remain poorly understood, particularly in low- and middle-income countries (LMICs). This study explores the pathways from poverty to educational attainment in two LMIC contexts – Ghana and Malawi. We employed a qualitative multi-perspectival research design, conducting in-depth interviews with 103 participants in both countries, including pupils (n = 34), teachers (n = 31), headteachers (n = 11), education advisors (n = 8), and parents (n = 19) from schools with historically low academic performance. These schools primarily serve pupils living in poverty. Using a semi-structured interview approach, we elicited participants' understandings of the factors and mechanisms that account for low educational achievement of pupils from economically disadvantaged backgrounds. The qualitative data were analysed using the grounded theory method to identify key concepts and develop a theoretical understanding of how poverty influences achievement. We present a Multidimensional Poverty and Educational Achievement Model (MPEAM) that identifies three key dimensions of poverty – school resources, household conditions, and accessibility. These dimensions affect educational outcomes by shaping the learning environment, influencing learner participation and concentration, contributing to absenteeism, and limiting interactions among pupils, teachers, and communities. The study offers new insights into the complex, context-specific pathways linking poverty to educational outcomes. It highlights the need for integrated policies and interventions that address the multifaceted nature of poverty to support improved learning for socioeconomically disadvantaged learners.
{"title":"Understanding pathways to low educational attainment: A multidimensional poverty and educational achievement model","authors":"Edward M. Sosu , Peter Mtika , Sofia M. Pimenta , Nana Yaa Nyarko , Diane Fleischer-Djoleto , Claire Wilson , Felix Maulidi , Isaac Mepenedo","doi":"10.1016/j.ijedudev.2025.103457","DOIUrl":"10.1016/j.ijedudev.2025.103457","url":null,"abstract":"<div><div>While the link between poverty and educational achievement is well-established, the mechanisms through which poverty impacts learning remain poorly understood, particularly in low- and middle-income countries (LMICs). This study explores the pathways from poverty to educational attainment in two LMIC contexts – Ghana and Malawi. We employed a qualitative multi-perspectival research design, conducting in-depth interviews with 103 participants in both countries, including pupils (n = 34), teachers (n = 31), headteachers (n = 11), education advisors (n = 8), and parents (n = 19) from schools with historically low academic performance. These schools primarily serve pupils living in poverty. Using a semi-structured interview approach, we elicited participants' understandings of the factors and mechanisms that account for low educational achievement of pupils from economically disadvantaged backgrounds. The qualitative data were analysed using the grounded theory method to identify key concepts and develop a theoretical understanding of how poverty influences achievement. We present a Multidimensional Poverty and Educational Achievement Model (MPEAM) that identifies three key dimensions of poverty – school resources, household conditions, and accessibility. These dimensions affect educational outcomes by shaping the learning environment, influencing learner participation and concentration, contributing to absenteeism, and limiting interactions among pupils, teachers, and communities. The study offers new insights into the complex, context-specific pathways linking poverty to educational outcomes. It highlights the need for integrated policies and interventions that address the multifaceted nature of poverty to support improved learning for socioeconomically disadvantaged learners.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103457"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-20DOI: 10.1016/j.ijedudev.2025.103459
Stephanie Allais, Carmel Marock
This paper interrogates the disjuncture between skill and qualification recognition policies in the Southern African Development Community (SADC) from the lived realities of labour migration. Drawing on document analysis, interviews, and surveys with migrants, employers, and policy actors, we show a performative policy landscape with little connection to the problems it officially claims to solve. While national and regional qualifications frameworks claim to facilitate labour mobility and economic integration, their actual impact remains negligible—particularly for low-skilled migrants for whom formal credentialing is largely irrelevant. Conversely, for high-skilled migrants, recognition processes are slow, fragmented, and frequently obstructive. We argue that the extensive policy-busyness in these systems can be understood as a technocratic process of constructing skill recognition as a central problem experienced by migrants, deflecting attention from deeper structural issues such as wage inequality, segmented labour markets, and exclusionary migration regimes. The ‘policy busy-ness’ sustains a false ‘win-win’ narrative while ignoring underlying power asymmetries.
{"title":"Comfortably numb: Behind the policy push for skill and qualification recognition systems in Southern Africa","authors":"Stephanie Allais, Carmel Marock","doi":"10.1016/j.ijedudev.2025.103459","DOIUrl":"10.1016/j.ijedudev.2025.103459","url":null,"abstract":"<div><div>This paper interrogates the disjuncture between skill and qualification recognition policies in the Southern African Development Community (SADC) from the lived realities of labour migration. Drawing on document analysis, interviews, and surveys with migrants, employers, and policy actors, we show a performative policy landscape with little connection to the problems it officially claims to solve. While national and regional qualifications frameworks claim to facilitate labour mobility and economic integration, their actual impact remains negligible—particularly for low-skilled migrants for whom formal credentialing is largely irrelevant. Conversely, for high-skilled migrants, recognition processes are slow, fragmented, and frequently obstructive. We argue that the extensive policy-busyness in these systems can be understood as a technocratic process of constructing skill recognition as a central problem experienced by migrants, deflecting attention from deeper structural issues such as wage inequality, segmented labour markets, and exclusionary migration regimes. The ‘policy busy-ness’ sustains a false ‘win-win’ narrative while ignoring underlying power asymmetries.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103459"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2026-01-02DOI: 10.1016/j.ijedudev.2025.103486
Hua Liao , Jiahui Chen , Xin Tang , Lin Zhu , Chunbo Ma
This paper provides new evidence on how reducing household biomass consumption affects children’s educational development opportunities. Prior studies on this subject primarily focus on the benefits of improving children’s school enrollment. Using microdata in rural China, this paper shows that reduced biomass dependence significantly enhances schoolchildren’s participation in extracurricular intellectual activities (EIAs) including reading, writing and drawing, a critical yet underexplored dimension influencing children’s holistic learning outcomes and cognitive development. It is found that schoolchildren from non-biomass households are 5.5 percentage points more likely to participate in EIAs than those from biomass-dependent peers. Mechanism analysis indicates that transition away from biomass free up time for schoolchildren’s learning and improve their health condition, thereby increasing participation in EIAs. This positive effect on EIAs notably contributes to narrowing the gender gap, with schoolgirls benefiting significantly compared with boys. Additionally, schoolchildren’s participation in cooking exacerbates the negative effect of household biomass consumption on educational opportunities, particularly for those in primary school. Our estimates underscore that China’s rapid transition away from biomass consumption has provided rural schoolchildren with significant opportunities for educational development and gender equity.
{"title":"Children’s extracurricular learning participation under household energy transition: Evidence from China","authors":"Hua Liao , Jiahui Chen , Xin Tang , Lin Zhu , Chunbo Ma","doi":"10.1016/j.ijedudev.2025.103486","DOIUrl":"10.1016/j.ijedudev.2025.103486","url":null,"abstract":"<div><div>This paper provides new evidence on how reducing household biomass consumption affects children’s educational development opportunities. Prior studies on this subject primarily focus on the benefits of improving children’s school enrollment. Using microdata in rural China, this paper shows that reduced biomass dependence significantly enhances schoolchildren’s participation in extracurricular intellectual activities (EIAs) including reading, writing and drawing, a critical yet underexplored dimension influencing children’s holistic learning outcomes and cognitive development. It is found that schoolchildren from non-biomass households are 5.5 percentage points more likely to participate in EIAs than those from biomass-dependent peers. Mechanism analysis indicates that transition away from biomass free up time for schoolchildren’s learning and improve their health condition, thereby increasing participation in EIAs. This positive effect on EIAs notably contributes to narrowing the gender gap, with schoolgirls benefiting significantly compared with boys. Additionally, schoolchildren’s participation in cooking exacerbates the negative effect of household biomass consumption on educational opportunities, particularly for those in primary school. Our estimates underscore that China’s rapid transition away from biomass consumption has provided rural schoolchildren with significant opportunities for educational development and gender equity.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103486"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-29DOI: 10.1016/j.ijedudev.2025.103482
Aomar Ibourk , Karim El Aynaoui
This study provides an original and significant contribution to evaluating educational service quality in Morocco by leveraging, for the first time, microdata from the Service Delivery Indicators (SDI) survey. The survey covers a nationally representative sample of 300 public and private primary schools across rural and urban areas. The use of SDI data represents a major methodological advancement, shifting away from perception-based assessments toward objective indicators, including classroom observations, unannounced school visits, and standardized tests administered to teachers and students. A key added value of the study lies in its focus on rural education effectiveness, a topic that remains largely underexplored. In rural areas, where structural heterogeneity is high, education is mainly delivered through community and satellite schools. The research offers an in-depth analysis of multigrade classrooms, a common solution to teacher shortages and infrastructure limitations in remote regions, though their pedagogical effectiveness remains debated. Methodologically, the study employs a two-step approach—Data Envelopment Analysis and truncated regression—to assess and explain variations in school performance. It finds that while community schools tend to be more stable, they are generally less efficient. Additionally, preschool attendance and infrastructure renovation emerge as key positive drivers of educational effectiveness, offering clear policy insights.
{"title":"Educational effectiveness in rural areas: What SDIs teach us about multigrade classes","authors":"Aomar Ibourk , Karim El Aynaoui","doi":"10.1016/j.ijedudev.2025.103482","DOIUrl":"10.1016/j.ijedudev.2025.103482","url":null,"abstract":"<div><div>This study provides an original and significant contribution to evaluating educational service quality in Morocco by leveraging, for the first time, microdata from the Service Delivery Indicators (SDI) survey. The survey covers a nationally representative sample of 300 public and private primary schools across rural and urban areas. The use of SDI data represents a major methodological advancement, shifting away from perception-based assessments toward objective indicators, including classroom observations, unannounced school visits, and standardized tests administered to teachers and students. A key added value of the study lies in its focus on rural education effectiveness, a topic that remains largely underexplored. In rural areas, where structural heterogeneity is high, education is mainly delivered through community and satellite schools. The research offers an in-depth analysis of multigrade classrooms, a common solution to teacher shortages and infrastructure limitations in remote regions, though their pedagogical effectiveness remains debated. Methodologically, the study employs a two-step approach—Data Envelopment Analysis and truncated regression—to assess and explain variations in school performance. It finds that while community schools tend to be more stable, they are generally less efficient. Additionally, preschool attendance and infrastructure renovation emerge as key positive drivers of educational effectiveness, offering clear policy insights.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103482"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-22DOI: 10.1016/j.ijedudev.2025.103475
Salman Asim , Ravinder Casley Gera , Martin Moreno , Kerry Wong
Teachers are one of the most important inputs for learning, but in many low-income countries they are inequitably distributed between schools. This paper discusses the case of Malawi, which has introduced new evidence-based policies and procedures to improve the equity and efficiency of the allocation of teachers to schools. The analysis finds that the impact of these policies on the allocation of teachers has been highly variable between the country’s districts, with the most successful deploying 75 % of teachers according to the rules and the least successful just 22 %. Using administrative data, the paper identifies the impacts on student progression of reductions in pupil–qualified teacher ratios in the context of the new rules. The findings show that schools that moved from having more than 90 pupils per qualified teacher to a ratio below 90 experienced reductions in lower primary school repetition rates of 3.6 %age points, likely reflecting improved learning levels, as well as a reduction in dropout rates of around 0.6 %age points.
{"title":"Can targeted allocation of teachers improve student outcomes? Evidence from Malawi","authors":"Salman Asim , Ravinder Casley Gera , Martin Moreno , Kerry Wong","doi":"10.1016/j.ijedudev.2025.103475","DOIUrl":"10.1016/j.ijedudev.2025.103475","url":null,"abstract":"<div><div>Teachers are one of the most important inputs for learning, but in many low-income countries they are inequitably distributed between schools. This paper discusses the case of Malawi, which has introduced new evidence-based policies and procedures to improve the equity and efficiency of the allocation of teachers to schools. The analysis finds that the impact of these policies on the allocation of teachers has been highly variable between the country’s districts, with the most successful deploying 75 % of teachers according to the rules and the least successful just 22 %. Using administrative data, the paper identifies the impacts on student progression of reductions in pupil–qualified teacher ratios in the context of the new rules. The findings show that schools that moved from having more than 90 pupils per qualified teacher to a ratio below 90 experienced reductions in lower primary school repetition rates of 3.6 %age points, likely reflecting improved learning levels, as well as a reduction in dropout rates of around 0.6 %age points.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103475"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2025-12-13DOI: 10.1016/j.ijedudev.2025.103468
Sergio Mansilla , Ricardo Nogales
Preschool education represents a critical investment in skill development, contributing to long-term quality of life and human development outcomes, including labor market results. Most of the existing evidence has primarily focused on assessing the effects of preschool on labor outcomes, particularly income levels, but much less is known about whether it exerts similar effects on non-monetary aspects of job quality. We thus study the impact of preschool attendance in Peru on early-career quality of employment, proxied by access to job benefits aligned with ILO’s notion of Decent Work. We build on a suitable theoretical framework linking preschool and other educational investments with job quality outcomes in early career stages, positing the dynamic development of multifaceted skill stocks as the key mediating factor in this connection. This framework is estimated using a Structural Equation Model (SEM) with longitudinal data from the Young Lives study in Peru spanning 2002–2016. Our results show that preschool significantly increases the likelihood of obtaining jobs with health insurance, pension contributions, and paid sick leave. These effects are primarily transmitted through the development of cognitive skills in early childhood, which are indeed key determinants in the formation of both cognitive and non-cognitive skills later in life.
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